What strategies will you use to deliver your content?
The PLA Planning Guide is designed in alignment with Explicit Instruction. We realize it is not always an exact fit, but PLA instructors should strive to model the components of Explicit Instruction when they can.
• Clear Target(s) and Impact
on Students / Participant Expectations Stated and Explained
Provide participants with the Clear Targets for the learning: What teachers should know and be able to do as a result of this PLA so that their students will achieve.
Ask participants what they want to know and be able to do after this PLA. Chart their ideas.
Refer to both your Clear Targets and Participants’ input throughout the PLA.
Tell participants how you will know that they have hit the clear target (assessment). This is from Part Two: How Well.
What “Look Fors” will be shared with Principals and others so they can look for evidence that participants’ learning is transferred into classroom practice? This connects to the Monitoring and Follow Up section of the PLAN template. Click here for suggestions.
As you consider the “Look Fors,” develop a “Bridge to Practice” framework for the participants (e.g. Active Agenda, Take Aways and Tasks, Commitment Card, etc.). The BtP framework will help participants remember key ideas and how to apply their learning in the classroom. Click here for BtP resources.
• Prior knowledge activated
How will you connect today’s learning to what participants already know?
How will you bridge gaps in participants’ prior knowledge?
Provide justification for classifying the PLA as Introduction, Intermediate, Advanced Level
• Real-world application for learning
Hook to prior PLA(s), known need of participants, data, Multiple Content Areas.
Possibly review TEAM evaluation scores and student growth data as relevance for learning.
Can you invite other Subject Matter Experts (SME) to be involved to strengthen real-world application (e.g. technology integration, ELL, SpEd, curricula)?
Hook to Affective factors (e.g. relationships, expectations, warm demander, etc.). Click here for resources.
II. Presentation – I DO
(Note: Cycle back to Presentation as often as needed)
▪ Instructor models or demonstrates skill, concept, or content using several visual/concrete examples ▪ Content presented in logical sequence ▪ Explanations clear and concise ▪ Instructor asks different levels of questions (higher order/sufficient wait time used)
10 – 15 minutes of instruction:
Concept development (what it is) and/or
Skill development (how to do it)
Be a model of Explicit Instruction as you present your content/skill.
(Note: Cycle back to Guided Practice as much as needed)
▪ All participants actively engaged ▪ Minimal facilitator talk ▪ Instructor monitors, gives feedback and reinforcement ▪ Brisk pace ▪ Instructor re-teaches as necessary – varies format or presentation as practicable
10 – 15 minutes of participant practice with the concept and/or skill
Outline how the participants will demonstrate that they have grasped the skills, concepts, and modeling that you presented to them in the presentation
Choose from the repository of resources to select activities based on time/purpose/number of participants for participant practice (e.g. Accountable Talk with a partner, then with small group, then with whole group).
Debrief with the whole group. Tie back to Clear Targets, their input, and other District connections (TEAM, CCSS, Targeted Subgroups).
Closure* – can occur before or after independent practice (review, summary, preview/anticipation set, exit card, etc.)
It wraps up the learning. It is used to help participants bring things together in their own minds, helping them to make sense out of what has just been taught.
*There should be closure at the end of a PLA, regardless of which “step” you are teaching. Participants may need additional guided practice before moving on to independent practice. Click here for Closure resources.
IV. Independent Practice (YOU DO)
The instructor determines what is appropriate for Independent Practice (IP) during the PLA. The IP may take place during the PLA, or the IP may be the Bridge to Classroom Practice that participants will do later.
▪ Participants actually practice concept/skill presented during the PLA
Role playing and/or Scenarios
Creating products (e.g. assessment items, lesson plans, math task, etc.)
▪ Participants can apply concepts to different contexts
▪ Bridge to Classroom Practice
Ask participants to commit how and to which upcoming lessons they will apply this strategy or new knowledge by completing the BtP Framework (e.g. Active Agenda, Take Aways and Tasks, Commitment Card, etc.)
The PLA Planning Guide is designed in alignment with Explicit Instruction. We realize it is not always an exact fit, but PLA instructors should strive to model the components of Explicit Instruction when they can.
I. Overview | II. Presentation – I DO | III. Guided Practice – WE DO | IV. Independent Practice (YOU DO) | V. Session Closure
I. Overview
on Students / Participant Expectations Stated and Explained
II. Presentation – I DO
(Note: Cycle back to Presentation as often as needed)▪ Content presented in logical sequence
▪ Explanations clear and concise
▪ Instructor asks different levels of questions (higher order/sufficient wait time used)
III. Guided Practice – WE DO
(Note: Cycle back to Guided Practice as much as needed)▪ Minimal facilitator talk
▪ Instructor monitors, gives feedback and reinforcement
▪ Brisk pace
▪ Instructor re-teaches as necessary – varies format or presentation as practicable
It wraps up the learning. It is used to help participants bring things together in their own minds, helping them to make sense out of what has just been taught.
*There should be closure at the end of a PLA, regardless of which “step” you are teaching. Participants may need additional guided practice before moving on to independent practice.
Click here for Closure resources.
IV. Independent Practice (YOU DO)
V. Session Closure
(What to do before participants leave the PLA)